Meeting the Relational and Developmental Needs of Young Children Exposed to Potentially Traumatic Events Through Trauma-Informed Care

This study examined the acceptability, feasibility, satisfaction, and preliminary effectiveness of the Ready to Learn Through Relationships (RLR) Program, a culturally-attuned and developmentally appropriate program designed to facilitate universal integration of trauma-informed care (TIC) in early childhood education (ECE) settings. Pre- and post-intervention surveys were administered to assess ECE professionals' TIC knowledge, beliefs, and practices. Low-intensity (Lo-RLR) and high-intensity (Hi-RLR) versions were implemented to assess the level of support needed to impact educators. Research Findings: Participants reported high program acceptability, feasibility, and satisfaction. Hi-RLR participants reported greater program adoption and a desire for more coaching and consultation. Teachers in both conditions reported greater TIC practice-use. Hi-RLR teachers reported greater improvements in some cases. From pre- to post-intervention, Hi-RLR teachers reported more favorable attitudes toward TIC; Hi-RLR and Lo-RLR teachers reported greater use of self-care practices; coaches reported greater preparedness to support children exposed to trauma; and the magnitude of change in self-reported knowledge was greater for Hi-RLR than Lo-RLR teachers. Additionally, Hi-RLR teachers had more TIC-favorable attitudes than Lo-RLR teachers at post-intervention. Practice or Policy: Findings have implications for enhancing the RLR Program and informing the development of similar programs to support educators' integration of TIC in ECE settings.